The Evolution of the School-Entry Age Effect in a School Tracking System
研究德国学生在10岁被分流到学术或非学术轨道时，因出生日期临近入学截止日期而随机获得的年龄劣势如何导致不同的教育经历，并考察了延迟分流和后期轨道调整对效应的影响。
Abstract In Germany, students are streamed at age ten into an academic or non-academic track. We demonstrate that the randomly allocated disadvantage of being born just before as opposed to just after the cutoff date for school entry leads to substantially different schooling experiences. Relatively young students are initially only two-thirds as likely to be assigned to the academic track. The possibility to defer tracking to age 12 does not attenuate school-entry age's effect on track attendance. Some mitigation of the effect occurs only at the second time when educational institutions facilitate track modification when students are about age 16.